PBL Curriculum Research Articles

Promoting health literacy in school: A systematic literature review and meta-analysis

Health literacy is the capacity of an individual to locate, read, comprehend, and internalize health-related information in their environment. This study aims to: (1) identify the design of health literacy learning in Biology subjects at the high school level, (2) map out learning designs that can affect students' health literacy in Biology subjects at the high school level, (3) analyzing the design learning can affect students' health literacy in Biology subjects at the high school level. The chosen research methodology involves a systematic literature review of articles released between 2011 and 2021. This comprehensive analysis encompasses 20 articles and adheres to the established PRISMA guidelines. The data analysis technique uses thematic analysis, which includes methods to identify, analyze, and report themes in the data. The results of the distribution visualization show that the research topics are grouped into four clusters: PBL, media, school policies, and curriculum. The results of the research topic test were based on the highest Cohens'd criteria, namely PBL topics, curriculum, school policies, and media. The PBL variable with the media, school policy with the media, and school policy with the curriculum have the most vital relationships in the correlation test between concerns. We can use educational techniques like PBL and practical, theoretical tasks to improve health literacy. Due to its student-centered design, which encouraged collaborative problem-solving by utilizing knowledge and information from many sources, the learning model received higher results.

Self-efficacy of medical students in a hybrid curriculum course (traditional and problem-based learning) and associated factors

Self-efficacy consists of the judgment of one’s abilities to perform actions required to achieve a given performance, which has been considered predictive of performance. In academics, it means personal convictions in accomplishing a task to a defined degree of quality. Numerous studies have investigated medical students’ self-efficacy in traditional and PBL curricula. However, few studies have addressed the hybrid PBL scenario (Hpbl) that simultaneously contemplates PBL, traditional teaching, and practical activities. An even smaller number have evaluated the factors associated with this entity. With these considerations, we aimed to investigate the self-efficacy belief in the hPBL curriculum and the factors associated with this entity. This quantitative observational cross-sectional study was held between August 2022 and November 2022 in Fortaleza, a city in Northeast Brazil with almost 3 million inhabitants. The medical course has 12 semesters. The first two semesters use traditional teaching and cover the basic cycle, followed by the third to eighth semesters which correspond to the pre-clinical and clinical cycle. From the third semester onwards, traditional teaching and PBL are used simultaneously, which we call a hybrid model of PBL. The scale “Scale of Self-efficacy in Higher Education” was applied, a questionnaire validated for the Portuguese language consisting of 34 questions, with answers on a Likert-type scale with ten points, divided into five dimensions. To verify the association between sociodemographic factors and self-efficacy, simple and multiple linear models with robust errors were used. In total, 412 students participated in this study, most of them women (70.1%). The average age of students was 22.9 years. All domains had medians greater than 8, which means strong self-efficacy. The following factors were associated with higher self-efficacy scores in general after the multivariate analysis: female gender (8.6 vs. 8.3, p-value = 0.014), working (8.8 vs. 8.5, p-value = 0.019) and participating in extracurricular activities (8.7 vs. 8.1, p-value = 0.019). We conclude that medical students studying in hybrid learning models showed strong levels of self-efficacy. In addition, participating in extracurricular activities was associated with higher self-efficacy scores and males presented lower levels of self-efficacy.

The impact of an integrated PBL curriculum on clinical thinking in undergraduate medical students prior to clinical practice

BackgroundProblem-based learning (PBL) is a widely adopted educational approach in medical education that aims to promote critical thinking and problem-solving in authentic learning situations. However, the impact of PBL educational mode on undergraduate medical students’ clinical thinking ability has been limitedly investigated. This study aimed to assess the influence of an integrated PBL curriculum on clinical thinking ability of medical students prior to clinical practice.MethodsTwo hundred and sixty-seven third-year undergraduate medical students at Nantong University were recruited in this study and were independently assigned to either the PBL or control group. The Chinese version of the Clinical Thinking Ability Evaluation Scale was used to assess clinical thinking ability, and the students’ performance in the PBL tutorials was assessed by tutors. All participants in both groups were required to complete the pre-test and post-test questionnaires to self-report their clinical thinking ability. A paired sample t-test, independent sample t-test and one-way analysis of variance test (ANOVA) were used to compare the difference in clinical thinking scores among different groups. Multiple linear regression was conducted to analyze the influencing factors correlated with clinical thinking ability.ResultsThe clinical thinking ability of most third-year undergraduate medical students at Nantong University was at a high level. The PBL group had a higher proportion of students with high-level clinical thinking ability in the post-test compared to the control group. The pre-test scores of clinical thinking ability were similar between the PBL and control groups, but the post-test scores of clinical thinking ability in the PBL group were significantly higher than those in the control group. Additionally, there was a significant difference in clinical thinking ability between the pre-test and post-test in the PBL group. The post-test scores of sub-scales of critical thinking ability were significantly higher than the pre-test in the PBL group. Furthermore, the frequency of reading literature, time of PBL self-directed learning, and PBL performance score ranking were influencing factors on the clinical thinking ability of medical students in the PBL group. Moreover, there was a positive correlation between clinical thinking ability and the frequency of reading literature, as well as the scores of the PBL performance.ConclusionsThe integrated PBL curriculum model has an active impact on improving undergraduate medical students' clinical thinking ability. This improvement in clinical thinking ability may be correlated with the frequency of reading literature, as well as the performance of the PBL curriculum.

Design of a Learning Development Program to Support First-Year Undergraduate Medical Students in the Transition to a PBL Curriculum.

The online version contains supplementary material available at 10.1007/s40670-023-01790-3.

Choice of medicine program: A single-institution study

IntroductionThe decision to apply for medical school is the first and one of the most important career choices that a physician will ever make and the motives for choosing a career in medicine seem to remain relatively stable during medical school. Our study aimed to investigate what motivated the students, their satisfaction with the PBL curriculum and their plans following graduation. MethodsA cross-sectional descriptive study was carried out from Jan to March 2021 at Batterjee medical college, Jeddah. The data was collected on a questionnaire from undergraduate students of first year till the internship year. ResultsAmong the 112 students who completed the questionnaire, 85 (75.9%) chose studying medicine to be their own choice, with service to humanity 56 (50%) being the main reason, followed by monetary 20 (18.8%) reasons. Generally 78 (69.6%) of the responders preferred the PBL curriculum over the traditional one. Most of the students 42 (37.5%) planned to undergo the residency program in Saudi Arabia, with general surgery being the specialty preferred by 33 (29.5%) students. ConclusionThe findings in our study suggest that altruism is the most common influencing factor that led students joining a medical college

Problem-based learning for in-service training on breastfeeding in Friuli Venezia Giulia, Italy

BackgroundProblem-Based Learning (PBL) is extensively used in pre- and post-graduate teaching programmes. However, it has been seldom used for in-service training and continuing medical education. We aimed to develop a PBL curriculum for a short in-service training on breastfeeding for maternal and child health professionals, and to assess the effect of these courses on their knowledge and skills. Also, the project aimed at increasing exclusive breastfeeding rates and duration in an Italian region.MethodsAfter initial training on PBL and an assessment of the learning needs of about 400 health professionals, a small working group developed learning objectives, designed a curriculum, produced manuals, and shaped assessment tools for a new PBL course on breastfeeding. The field test of the new course allowed selection of the tutors for the scaling up of the training to the whole region. During this extension phase, participants were asked to complete an evaluation questionnaire. In addition, the health professionals who attended the PBL courses in 2019 were asked to complete an online survey to assess knowledge, attitudes and practices (KAP) just before, soon after the course, and 4–6 months later.ResultsThe new 29 − hour PBL course, to be delivered in four days over four consecutive weeks, gives priority to tutorial groups and practical activities (71% of the total time). Supervised clinical practices absorb 16% of time. Ethics, communication and woman-centred clinical management content run throughout the four days and all activities. The three manuals, for tutors, participants and practical activities, facilitate the tasks and performance of tutors and participants. After the field test, 32 regional tutors ran courses for 562 health professionals. The analysis of the evaluation showed a high level of satisfaction for perceived effectiveness, relevance to practice, and educational quality. The KAP questionnaires indicated a general improvement after the course and retention after 4–6 months.ConclusionsDespite some predictable shortcomings, this new PBL approach for short in-service training courses on breastfeeding showed encouraging results as far as participants’ satisfaction and KAP are concerned. The possible effects on rates and duration of exclusive breastfeeding need further research.

Approach of MBBS Students receiving Modular vs Students receiving Conventional Mode of education towards Health Research: A Comparative Study

Introduction: Health research training is an important component of the medical curriculum. This study was conducted to compare the approach of medical students being taught through an integrated modular curriculum with the students receiving conventional mode of education towards health research.
 Materials and Methods: A cross-sectional study was conducted between 3rd-year MBBS students following Lecture Based Learning and Problem Based Learning (groups A and B respectively). A self-designed pretested questionnaire was filled by 153 students of each group (from group A in 2019 and group B in 2020) through a simple randomized sampling technique. Analysis was done using SPSS 21. P-value <0.05 was considered to be significant for all purposes.
 Results: Mean knowledge score of PBL students was 50% against a score of 55.5% of LBL students (p-value=0.114). However, the mean attitude score of PBL students was 79.2% against a score of 67.4% of LBL students (p-value< 0.000). Over 49.6% of LBL students and 41.8% of PBL students had satisfactory knowledge. 19.7% of LBL students and 82.3% of PBL students had a satisfactory attitude. 
 Conclusion: Significantly higher attitude of PBL students was found. However, the level of knowledge was found to be the same in both groups. PBL curriculum has a positive influence on students on their attitudes towards health research.

Perceptions of radiography students toward problem-based learning almost two decades after its introduction at Makerere University, Uganda

IntroductionProblem-based learning (PBL) has been reported to be a valuable student-centred learning approach across the globe. In PBL students first encounter a problem, which triggers discussion, followed by student-centred inquiry. Makerere University College of Health Sciences has been using PBL for radiography students since 2002. Over the years, the learning landscape may have changed, including the significant disruption of learning by the coronavirus disease 2019 global pandemic. The study aimed at exploring the perceptions of undergraduate radiography students about the PBL curriculum at Makerere University almost two decades after its introduction. MethodsThis exploratory qualitative study involved 18 radiography students sampled purposively, from whom data were gathered using focus group discussions. Thematic analysis was subsequently used. ResultsThree key themes emerged from the data: (1) quality of teaching, (2) curriculum efficiency, and (3) curriculum expectations and rating. All students were generally positive about the curriculum. Most agreed that the curriculum was efficient to a greater extent and had met their expectations and desired objectives. Students, however, faced challenges; for example, with limited learning resources during the learning process. ConclusionThis study highlights the significant role of PBL in enhancing student's problem-solving, critical thinking, literature search, and, most of all, their practical skills. Prioritization of teaching based on practical relevance and learning objectives is of great importance. The radiography students believed that their curriculum program was generally beneficial to them; however, it was affected by limited resources and limited availability of teaching personnel, which needs to be addressed.

“I Have Never Had A PBL Like This Before”


 
 
 Video and co-design can be powerful tools to enrich problem-based learning experiences. We explore how a teacher and researcher engaged in co-design of a PBL experience focused on human-centered robotics as well as the resulting design. They explored the question “How can we design a robot that serves a need in our local community?” We highlight three aspects of the most recent iteration of our PBL curriculum that we have identified as central to its success. These three elements include: 1) co-design experiences that occurred before and during unit implementation, 2) the use of shared video viewing and analysis both in co-design and with student groups in the classroom, and 3) the bringing of local stakeholders into the classroom to work closely with students. These three aspects of our curriculum are positioned here as takeaways for researchers and educators working to design, implement, and study PBL.
 Acknowledgments: This research was supported by the National Science Foundation through ITEST grant #1433414. Any opinions, findings, conclusions, or recommendations expressed in this report are those of the authors, and do not necessarily represent the official views, opinions, or policy of the National Science Foundation. A special thanks to Dr. Selma Šabanovic, principal investigator, and Dr. Matt Francisco for their contributions to this work.
 
 

Transfer of basic science knowledge in a problem-based learning curriculum.

The aim of this study was to evaluate transfer of basic science knowledge for clinical application in our BDS programme by exploring the correlations between student performance in integrated dental science (IDS) examinations and applied dental knowledge (ADK) tests. Numeric test scores were drawn from summative IDS and ADK assessments undertaken by BDS students spanning six academic years (2013-14 to 2018-19) for two cohorts (2013 and 2014). The data included a total of 13 test scores for each cohort with four IDS tests, taken in Years 1 and 2, and nine ADK tests taken in Years 3, 4 and 5. The sample included 120 students across both cohorts with 65 females (54%) and 55 males (46%). The correlation coefficients between the successive tests and the combinations of IDS and ADK scores were positive, all being greater than 0.48, and all being significantly correlated (P<.001). Regarding correlation between standardised averages across all IDS tests and all ADK tests, performance remained significantly correlated: (2013 cohort: r (53)=.667, P<.001; 2014 cohort: r (50)=.700, P<.001). The results of this study show that the students' knowledge of basic sciences correlates with their applied dental knowledge and may offer a predictive value. These findings may be attributed to a PBL curriculum and student-led learning at our school.

Self-Efficacy of Medical Students in Two Schools with Different Education Methodologies (Problem-Basead Learning versus Traditional)

Abstract Introduction: Academic self-efficacy refers to the student’s belief in their ability to organize and perform actions regarding academic activities and demands. In this context, self-efficacy has received great importance in the literature, both for the relevance and the predictive power of the events in the school setting. Students with higher levels of self-efficacy are more likely to succeed in their interventions, as they can more easily test and use their skills. Objective: To evaluate the academic self-efficacy of students in the 4th year of medical school and its correlation with the teaching method (PBL x traditional). Method: This is a cross-sectional and quantitative study carried in two medical schools: one with PBL methodology and another with traditional methodology. A total of 147 4th-year medical students participated in this study, who were divided in two groups, 73 from the school using the PBL methodology and 74 from the school with the traditional methodology. Data collection was carried out by filling out a self-answered questionnaire, containing questions on sociodemographic information and general health aspects, in addition to the Self-efficacy Scale in Higher Education. Result: Students from the school using the PBL methodology had a overall higher mean sum of the highest score (p &lt;0.01) and higher mean score in each domain of the self-efficacy scale when compared to the school using the traditional methodology. The variables female gender, older age, living alone, not using medication for chronic disease and having an extracurricular activity had a positive influence on the mean self-efficacy score in the different scale domains. Conclusion: The 4th-year medical students of the assessed institutions showed moderate to strong self-efficacy. Students from PBL school had higher self-efficacy scores than those using the traditional methodology. These results may indicate that the active learning methodology such as the PBL curriculum may be related to a higher degree of academic self-efficacy. Further studies are required to understand the influence of the curricular model on medical students’ academic self-efficacy.

Self-Efficacy of Medical Students in Two Schools with Different Education Methodologies (Problem-Basead Learning versus Traditional)

Abstract Introduction: Academic self-efficacy refers to the student’s belief in their ability to organize and perform actions regarding academic activities and demands. In this context, self-efficacy has received great importance in the literature, both for the relevance and the predictive power of the events in the school setting. Students with higher levels of self-efficacy are more likely to succeed in their interventions, as they can more easily test and use their skills. Objective: To evaluate the academic self-efficacy of students in the 4th year of medical school and its correlation with the teaching method (PBL x traditional). Method: This is a cross-sectional and quantitative study carried in two medical schools: one with PBL methodology and another with traditional methodology. A total of 147 4th-year medical students participated in this study, who were divided in two groups, 73 from the school using the PBL methodology and 74 from the school with the traditional methodology. Data collection was carried out by filling out a self-answered questionnaire, containing questions on sociodemographic information and general health aspects, in addition to the Self-efficacy Scale in Higher Education. Result: Students from the school using the PBL methodology had a overall higher mean sum of the highest score (p &lt;0.01) and higher mean score in each domain of the self-efficacy scale when compared to the school using the traditional methodology. The variables female gender, older age, living alone, not using medication for chronic disease and having an extracurricular activity had a positive influence on the mean self-efficacy score in the different scale domains. Conclusion: The 4th-year medical students of the assessed institutions showed moderate to strong self-efficacy. Students from PBL school had higher self-efficacy scores than those using the traditional methodology. These results may indicate that the active learning methodology such as the PBL curriculum may be related to a higher degree of academic self-efficacy. Further studies are required to understand the influence of the curricular model on medical students’ academic self-efficacy.

KEMAMPUAN SELF DIRECTED LEARNING DAN PENCAPAIAN HASIL BELAJAR: Studi Cross Sectional

The ability of professional nurses to be independent in their learning process is one way to ensure continued improvement and mastery of advance competencies in professional nursing practice. Efforts are being made to improve the ability of SDL is expected to encourage the achievement of nursing competency standards, which are responsible for lifelong learning, professional development and maintain their competence. The aims of this study are to determine the students’ SDL ability during clinical education after being involved in PBL curricula, to analyze the relationship between SDL ability and students’ learning outcomes during clinical practice and to explain the description of students’ SDL process. The design of quantitative was cross sectional approach and data collection using SDLRS Fisher questionnaire. Qualitative used in-depth. The participants were 60 students of Akper Syekh Yusuf Gowa who involved in the clinical education. The average score of student’s self-directed learning ability was 154. The Pearson correlation test showed a positive relationship between the ability of SDL and the achievement of learning outcomes(r= 0.373 and p<0.05). Results of the qualitative data analysis showed who had high SDL score were able to perform all SDL according Knowles SDL process description. Students with high score have already internalizing SDL values. Students with low score only able to perform half of SDL process which was stated by Knowles (1975), students have not internalizing SDL values yet.

McMaster at 50: lessons learned from five decades of PBL

Although educators frequently act as if curricula are as standardized as drug doses (300mg of PBL t.i.d.), such is not the case. As a case in point, at its inception, Problem Based Learning was hailed as a major curriculum innovation, with the promise of enormous gains in learning outcomes. Very quickly, ecclesiastical debates arose as what was true PBL and what was "modified PBL". Ironically, systematic reviews conducted fairly early in its evolution showed that the gains in learning outcome from PBL were neither large nor uniform (Vernon and Blake in Acad Med 68:550-563, 1993), and the most consistent finding was greater student satisfaction. In this paper, we review five decades of experience with the first PBL curriculum at McMaster. We point out how the curriculum has evolved, both theoretically and practically, in response to external influences, based both on empirical evidence and practical demands. We describe these changes in four broad domains-theoretical rationale, the curriculum, assessment and admissions.

Study of competency to interpret biochemistry case scenarios by medical students in integrated Vs traditional curriculum

Introduction: Problem-based learning has been proposed as an alternative to learning by the traditional lecture method with advantages of assisting medical students to acquire and retain relevant information through integration of basic and clinical sciences. It is also proposed to motivate and improve students’ ability to integrate theory and practice in clinical practice. Acquisition of diagnostic reasoning skills in Problem based learning curriculum is proposed to be better than in a conventional medical education. Materials and Methods: Seventy students from AIMST University, Malaysia following an integrated hybrid PBL curriculum (hPBL) and seventy students from JSS medical college, India following a traditional curriculum (TC) were considered for the study. Twenty-five case scenarios in multiple choice formats were administered to both groups. Results: Students from the hPBL curriculum showed a better performance with respect to all questions compared to students from TC. Statistically significant difference was found between the mean percentage score at AIMST (72.11%) compared to that at JSSMC (56.53%) (P

The Study of Engineering Education to Aim the Creation of the Design Driven Society through PBL Curriculum

The Study of Engineering Education to Aim the Creation of the Design Driven Society through PBL Curriculum

Insight of medical students for achieving competencies

Background & Purpose It is assumed that after adopting competencies based curriculum the medical education has changed tremendously, however it needs more researches to assess the impact of this curriculum. Nevertheless, An important part of the success of a competency-based curriculum is that all stakeholders are aware of the competencies and rationale behind them. As of now there are only a few studies, which have addressed understanding of competencies among medical students especially in non-western medical schools. Therefore, we designed this survey to assess the understanding in Kingdom of Saudi Arabia. Methods A cross sectional survey was designed based on questionnaire developed by Delphi technique. The questionnaire focussed to assess the perception about understanding of competencies (mainly the CanMEDS competencies) based on a five-point Likert rating scale. The college of medicine has adopted a problem-based learning curriculum from Groningen University, Netherlands in 2012. At present the college has two parallel curriculums, with the old curriculum being followed by previous students ( 4th and 5th years having traditional subject-based learning curriculum)and the newer students following the new PBL curriculum with effect from year 2012. Results The results showed that selected competencies were similar for both males and females groups as well as PBL and SBL and didn’t find statistical significant difference (>0.05). However less number has strongly agreed that they are competent enough to portray all competencies from both gender and curricula. The reasons raised as to why there was no adequate understanding about competencies by PBL students included: no clear understandings of objectives, lack of training of staff, first year of study, high school does not produce competent students and language (English) problems. Conclusion The results showed no significant difference in students following PBL or SBL with regard to understanding of competencies. However in PBL, students are in their earlier years and understand competencies that are required from them superior from SBL students.

Integrated problem-based learning versus lectures: a path analysis modelling of the relationships between educational context and learning approaches

ABSTRACTStudents’ approaches to learning are central to the process of learning. Previous research has revealed that influencing students’ approaches towards deep learning is a complex process and seems much more difficult than expected, even in student-activating learning environments. There is evidence that learning approaches are impacted not only by the learning environment, but also by how students perceive it. However the nature of the links between the environment itself, the way in which it is perceived by students and students’ learning approaches is poorly understood. This study aimed at investigating the relationships between students’ perception of their educational context and learning approaches in three learning environments differing by their teaching formats (lecture or problem-based-learning PBL) and integration level of the curriculum (traditional or integrated). We tested the hypothesis that a PBL format and an integrated curriculum are associated to deeper approaches to learning and that this is mediated by student perception. The study sample was constituted of 1394 medical students trained respectively in a traditional lecture-based (n = 295), in an integrated lecture-based (n = 612) and in an integrated PBL-based (n = 487) curricula. They completed a survey including the Dundee-Ready-Educational-Environment-Measure (students’ perceptions of the educational environment) and the Revised-Study-Process-Questionnaire (learning approaches). Data were analysed by path analysis. The model showed that the learning environment was related to students’ learning approaches by two paths, one direct and one mediated via students’ perception of their educational context. In the lecture-based curricula students’ used deeper approaches when it was integrated and both paths were cumulative. In the PBL-based curriculum students’ did not use deeper approaches than with lectures, due to opposite effects of both paths. This study suggested that an integrated lecture-based curriculum was as effective as a PBL curriculum in promoting students’ deep learning approaches, reinforcing the importance of integrating the curriculum before choosing the teaching format.

Effect of a Course of Biostatistics in an Integrated Curriculum

Aim: Lack of knowledge for biostatistics adversely affect the skills required for a competent physician. However, literature is deficient to show whether medical students learn it and course of biostatistics is effective. Hence, this study designed to assess the effect of a biostatistics course in an integrated PBL curriculum. Materials and methods: It was a cross-sectional study conducted for first year male (92) and female (88) medical students in public medical school in Eastern province. This 10-item scale has applied as pre and post-test at the beginning and end of the course. A student t-test applied to compare the mean difference in between male and female students for the mean scores. Results: With this questionnaire, the maximum possible score was 10. The range of scores obtained by the study subjects was 7 and the median was 5. Appropriate use of biostatistics was independent of sex (P>0.05). T-test showed a significance difference in the mean score before and after teaching the course of biostatistics. Conclusion: In new evidence based medicine practices epoch an introductory course of biostatistics is not sufficient and need more courses integrated in the curriculum for the better understanding and application of the biostatistics knowledge.

Evaluation of problem-based learning curriculum implementation in a clerkship rotation of a newly established African medical training institution: lessons from the University of Botswana.

IntroductionProblem-based Learning (PBL) curricula, like all curricula, require systematic evaluation as there is a risk of implementing a dysfunctional PBL curriculum. The study intended to evaluate the PBL curriculum delivery from the perspective of the clerkship students at the University of Botswana-Faculty of Medicine.MethodsA cross-sectional study was conducted among clerkship students in Family Medicine, Paediatrics, Internal Medicine and Surgery. During a 4-week period, each respondent completed weekly a questionnaire based survey tool. The three part questionnaire consisted of demographic data, 'seven-jumps' adapted from a 'typical' PBL tool to evaluate PBL process and 11 items 'adopted 'from the Short-Questionnaire-to-Evaluate-the-Effectiveness-of-Tutors in the PBL tool to evaluate the PBL facilitation with open ended questions at the end.ResultsOf the 81 eligible participants, 89% (n=72) responded. We collected back 141 (49%) forms out of the 288 expected (72 X 4 weeks). PBL first sessions took place all the time only in Family Medicine and in about 75% of the time in Pediatrics but none were conducted in the other disciplines. Overall, they evaluated the PBL process as 'good' (median= 8 /10) and the PBL facilitation as 'very good' (median=9 /10). Students appeared to have differing opinions on the preferred approach to the nature of patient problems that the PBL sessions should be structured around.ConclusionDespite students rating PBL process as 'good' and facilitation as 'very good', PBL first sessions were not consistently undertaken.